{"id":7487,"date":"2021-08-03T09:51:00","date_gmt":"2021-08-02T21:51:00","guid":{"rendered":"https:\/\/oece.nz\/general\/supervision\/supervision-skills\/"},"modified":"2023-03-23T13:04:33","modified_gmt":"2023-03-23T01:04:33","slug":"supervision-skills","status":"publish","type":"post","link":"https:\/\/oece.nz\/public\/big-issues\/death-injury-prevention\/supervision-skills\/","title":{"rendered":"Child Supervision Skills Adults Must Have"},"content":{"rendered":"\n
Child Supervision Skills.<\/strong> Active supervision does not mean just sitting or being in the same area as children. “Active” supervision is about providing a circle of safety for children. To be actively supervising means seeing the children<\/a> and being within close reach of a child. When active supervision is provided ‘accidents’ are much less likely to occur because adults will\/should step in to provide a hand or give ideas to make the situation safer.\u00a0 <\/p>\n\n\n\n When active supervision is provided it is not possible to overlook a child or not know where a child is. For example, no child will be able to leave the service<\/a> on their own or with other children without it being noticed. No child will be left in the sleep room and forgotten that they are there.<\/p>\n\n\n\n When a child is injured, at least one adult responsible for children should be able to tell you how it happened<\/a>.\u00a0 If no one knows, then your child was not being actively supervised. That means that the service was not meeting its duty of care to the child. Simply being in the building or in the playground with children is not the same as actively supervising them. <\/p>\n\n\n\n When new teaching staff are appointed, early childhood service providers and employers are responsible for providing them with a proper induction<\/a> <\/strong>to the workplace and responsibilities. <\/p>\n\n\n\n As part of staff induction, they need to check and make sure teaching staff know the basic supervision skills and can demonstrate these skills in practice. If the adult cannot, then the adult needs to be provided with training\/ coaching and not be counted as teaching staff in the adult:child ratio<\/a> until they can demonstrate they are competent in supervision. <\/p>\n\n\n\n How the environment is set up can support or hinder active child supervision. For example a large block construction, tent, or piece of furniture in the middle of the room will not give adults a view of all areas of the room from where they are standing or sitting. <\/p>\n\n\n\n In addition, adults must be aware of how the child\/children will use equipment and their needs, for example, by setting up a wash basin outside for children to individually use after they have been gardening. <\/p>\n\n\n
By Dr Sarah Alexander. <\/strong> <\/p>\n\n\n\nSupervision is key for child safety<\/h2>\n\n\n\n
Training in child supervision skills<\/h2>\n\n\n\n
Four basic child supervision skills adults working with children must know and demonstrate <\/h2>\n\n\n\n
Setting up and Manging the Environment <\/h3>\n\n\n\n